System, Method and Apparatus for Driver Training of Shifting

ABSTRACT

An application for a shifter simulator for driver training includes a shaft with a handle covering an upper end of the shaft. An upper plate is coupled to the shaft and is slideably interfaced to a lower plate by a plurality of linear bearings, allowing the upper plate to slide in a Y direction with respect to the lower plate. There are spring loaded Y ball detents attached to the lower plate which interface to Y detent grooves attached to the upper plate. The spring loaded Y ball detents and Y detent grooves provide a plurality of natural stopping locations similar to those of a transmission of the target vehicle. A shift arm guide is affixed to the shaft and interfaces to an H-gate. The H-gate is affixed to the lower plate and has detents such that the H-gate and shift arm guide simulate gear shifting positions.

CROSS-REFERENCE TO RELATED APPLICATION

This application is a non-provisional application taking priority fromU.S. patent application Ser. No. 61/277,768 filed Sep. 29, 2009, thedisclosure of which is hereby incorporated by reference. Thisapplication is related to U.S. application titled, “System and Apparatusfor Driver Training,” which was filed on even date herewith; attorneydocket number 3055.0. This application is related to U.S. applicationtitled, “System, Method and Apparatus for Driver Training Feedback,”which was filed on even date herewith; attorney docket number 3055.1.

FIELD

This invention relates to the field of training and more particularly toa system that simulates a vehicle transmission and shifter to hone theskills of the trainee.

BACKGROUND

Driving training simulators are well known. Such simulators oftenincluded controls that simulate the target vehicle (e.g. car, truck,bus, etc). It is known that such simulators improve skills and safety byfamiliarizing the trainee with operation of the vehicle by presentingsimulated situations in which, making the wrong decision does not resultin a potential accident or bodily harm. In this way, the trainee learnsbasic driving skills before they eventually need to perform using theactual target vehicle and before they have to perform using that vehiclewhile operating in traffic.

There are many types of simulators known. The simplest simulator is atypical driving video game having a display screen and a handcontroller. In some systems, a simulated steering wheel is provided. Amock-vehicle is displayed on the display screen and the driver uses thehand controller to keep the mock-vehicle on a simulated, moving roadwayon the display screen. This type of simulator helps build driver handand eye coordination, but does not provide the true control operation ofthe real steering wheel, brake, clutch, shifter, windshield views andmirror views. Such simulators are more of a game than an actual drivertraining system.

Another type of simulator includes a video display screen to simulate awindshield view, a steering wheel, a gas pedal, a brake pedal, a shifterand, optionally, a clutch pedal. A road situation is displayed on thedisplay screen and the driver uses the controls to drive the simulatedvehicle, moving down a roadway that is displayed on the display screen.This type of simulator helps build driver skills, but does not includeinteraction with speedometers, tachometers, etc. Such simulators don'tprovide feedback from the shifter such as gear grinding when the clutchisn't operated correctly. Furthermore, such simulators have a fixedconfiguration relating to a single type/layout of vehicle. In some suchsimulators, certain gauges are provided to simulate the operation andinformation provided to a driver of this singular vehicle. All currentsimulators provide fixed scenarios to the trainee and evaluate thetrainee responses in a fixed program, progressing from scenario toscenario in a linear progress.

None of the current driver training simulators provide trainingsimulations that automatically adapt to the skills of the trainee. Noneof the current driver training simulators provide realistic shiftingexperience in which clutch/shifter coordination is required andtactile/audible feedback is provided when not operated correctly. Noneof the current driver training simulators provide configurable,interactive instrument clusters that react to touch of the trainee whileadapting to the layout of any of one of many target vehicles.

What is needed is a driver training system shifting device that providesa realistic feel, sound and vibration of a shifter/transmission of atarget vehicle.

SUMMARY

In one embodiment a shifter simulator for driver training is disclosedincluding a shaft with a handle covering an upper end of the shaft,providing a grip for a hand of a trainee. An upper plate is coupled tothe shaft and is slideably interfaced to a lower plate by a plurality oflinear bearings. The linear bearings allow the upper plate to slide in aY direction with respect to the lower plate. There are spring loaded Yball detents attached to the lower plate which interface to a pluralityof Y detent grooves attached to the upper plate. The spring loaded Yball detents and Y detent grooves provide a plurality of naturalstopping locations similar to those of a transmission of the targetvehicle. A shift arm guide is affixed to the shaft and interfaces to anH-gate. The H-gate is affixed to the lower plate and has detents suchthat the H-gate and shift arm guide simulate gear shifting positions.

In another embodiment, a method of training a trainee regarding shiftingis disclosed. The method includes providing a shifting trainingsimulator device that has a shaft with a handle covering an upper end ofthe shaft, providing a grip for a hand of a trainee. The shiftingtraining simulator device has an upper plate coupled to the shaft thatslideably interfaces to a lower plate by a plurality of linear bearings,allowing the upper plate to slide in a Y direction with respect to thelower plate. A plurality of spring loaded Y ball detents are attached tothe lower plate, which interface to Y detent grooves that are attachedto the upper plate. The spring loaded Y ball detents and Y detentgrooves provide a plurality of natural stopping locations similar tothose of a transmission of the target vehicle. A shift arm guide isaffixed to the shaft and interfaces to an H-gate. The H-gate is affixedto the lower plate and the H-gate has detents such that the H-gate andshift arm guide simulate gear shifting positions. The method includesproviding a computer and a windshield display coupled to the computer;the computer has at least one training segment. The computer presentsthe training segment on the windshield display while the trainee shiftsthe handle of the shifting training simulator and the computer monitorsresponse by the trainee that involves operating of the shifting trainingsimulator.

In another embodiment, a shifter simulator for driver training isdisclosed including a shaft with a handle covering an upper end of theshaft providing a grip for a hand of a trainee. An upper plate iscoupled to the shaft and a lower plate slideably interfaces in a Ydirection to the upper plate, allowing the upper plate to slide in a Ydirection with respect to the lower plate. A mechanism provides aplurality of natural stopping locations similar to those of atransmission of the target vehicle and another mechanism simulates gearshifting positions. Includes is electronics for reading a position ofthe shaft and relaying the position to a computer.

BRIEF DESCRIPTION OF THE DRAWINGS

The invention can be best understood by those having ordinary skill inthe art by reference to the following detailed description whenconsidered in conjunction with the accompanying drawings in which:

FIG. 1 illustrates a perspective view of a training system.

FIG. 2 illustrates a second perspective view of a training system.

FIG. 3 illustrates a plan view of a training system dashboard.

FIG. 4 illustrates a perspective view of a shifting training sub-system.

FIG. 5 illustrates an exploded view of the shifting training sub-system.

FIG. 6 illustrates a perspective view of the shifting trainingsub-system showing the handle connection.

FIG. 7 illustrates another perspective view of the shifting trainingsub-system.

FIG. 8 illustrates a perspective view of the shifting trainingsub-system showing the force sensor.

FIG. 9 illustrates a schematic view of an exemplary training system.

FIG. 10 illustrates a flow chart of the prior art.

FIG. 11 illustrates a flow chart of the adaptive training system.

FIG. 12 illustrates a schematic view of a typical computer system.

DETAILED DESCRIPTION

Reference will now be made in detail to the presently preferredembodiments of the invention, examples of which are illustrated in theaccompanying drawings. Throughout the following detailed description,the same reference numerals refer to the same elements in all figures.In general, the training system 10 is often known as adriving/flying/boating/engineering/etc simulator, depending upon thetarget vehicle (car/truck, airplane, boat, train, etc). The trainingsystem 10 is any system for training a trainee (e.g. truck drivertrainee) that simulates some or all of the operator controls (e.g.steering, brake, shifter) and visuals (e.g. mirrors, windows, dashboards, etc) without requiring the trainee to operate the actual vehicle(e.g., drive the actual truck). Although not limited to any particulartarget vehicle, the remainder of this description will use a truck as anexample of such target vehicle for brevity reasons. Note that some ofthe controls described (e.g. shifter, clutch, steering wheel) arerelated to certain types of target vehicles and not necessarily toothers. For example, many automobiles have automatic transmissions and,therefore, do not have a clutch. In another example, an airplane doesnot have rear-view mirrors, shifters, clutches, etc. Likewise, a truckdriving simulator has rear-view mirrors, shifters, clutches, but doesnot have airelons, thrust, altitude gauges, etc.

Referring to FIG. 1, a perspective view of a training system 10 isshown. The training system 10 is supported and/or housed by/in a cabinet8. The training simulator 10 provides life-like training without orbefore operation of the target vehicle, in this example a vehicle suchas a truck or an automobile.

The exemplary training system 10 has a windshield display 12 on which asimulated driving situation is presented as the trainee 8 would seethrough the windshield of the target vehicle. The windshield display 12shows, for example, the road being driven upon, the grade of the road,obstacles such as other vehicles, tress, parked cars, pot holes, etc. Insome training scenarios, the windshield is fogged or distorted bysimulated weather condition s such as rain, snow, sleet, etc.

The trainee 5 typically sits on a seat 20 that, preferably, though notrequired, mimics a seat of the target vehicle. The trainee has controlssimilar to those in the target vehicle such as a steering wheel 30, horn31, gas pedal 32, brake pedal 34, clutch 36 (see FIG. 2), and shifterhaving a shifter shaft 99 and a shifter handle 98 and shifter sub-system80. The shifter subsystem is often covered with a boot 84 to keep dust,liquids, etc from damaging the working components.

In a preferred embodiment, though not required, the steering wheel 30and shift handle 98 have touch sensors that detect if and when thetrainee 5 has is grasping the steering wheel 30 and/or shift handle 98.The touch sensors are any known touch sensor such as a mechanical switchor switches, capacitive or resistive detectors, etc. In someembodiments, the position of the trainee's hands is determined by thecamera(s) 13 in conjunction with or instead of the touch sensors.

In some embodiments, a force or strain detector 123 (see FIG. 8) iscoupled to the shifter arm 99. The strain detector 123 providesinformation to determine how hard the trainee 5 is pushing or pullingthe shifter handle 98.

In a position similar to that of a dashboard of the target vehicle is adashboard (e.g. display) 14 (details of an exemplary dashboard 14 areshown in FIG. 3). The dashboard 14 contains displays and indicators thatinform the trainee of various target vehicle and external conditionssuch as speed, engine speed (RPM), engine temperature, outsidetemperature, brake temperature, air pressure, oil pressure, etc. In someembodiments, the dashboard 14 is fabricated from actual meters,indicators, etc, as in the target vehicle. In a preferred embodiment,the dashboard 14 is a graphics display on which the meters, indicators,etc of the target vehicle are displayed/simulated. It is also preferredthat each sub-component of the dashboard 14 is touch-sensitive. In such,the training system 10 prompts the trainee 5 to, for example, “touch”the tachometer, and the training system 10 receives a signalcorresponding to the sub-component/icon that the trainee 5 touches. Inembodiments in which the dashboard 14 is a graphics display, it isanticipated that the graphics display is touch-sensitive such that atouch over a displayed sub-component signals the training system 10 ofthe location touched, and therefore, the identification of thesub-component that is touched. In embodiments in which the dashboard 14is fabricated from actual meters, indicators, etc, some or allsub-components have touch sensors such as pressure detectors orcapacitive touch sensors, etc.

In some embodiments, one or more side-view mirror displays 42/44 aremounted on or in the cabinet 8. When provided, the side-view mirrordisplays 42/44 show a simulated view of what is visible to the trainee 5such as vehicles being passed and/or approaching vehicles. In someembodiments, the side-view mirror displays 42/44 display objects as theywould appear in a real side-view mirror simulating concave or convexmirrors as appropriate. Additionally, in some embodiments, the imagedisplayed includes simulated dirt, etc, as often occurs in real life.

In some embodiments, a center-mounted rear-view display 43 is alsoprovided (not shown). When provided, the rear-view mirror display 43shows a simulated view of what is visible to the trainee 5 such asapproaching vehicles and/or oncoming vehicles.

In some embodiments, an information display and input device 16 isprovided. The information display and input device 16 does not simulatesomething from the target vehicle. Instead, the information display andinput device 16 presents menus, status information, and auxiliaryinformation to the trainee 5 and accepts inputs such as scenarioselection, study chapter selection, login data, etc.

In some embodiments, an audio system 18 is provided to enhance realismand provide simulations of sounds that are normally heard when operatingthe target vehicle such as engine noise, tire noise, other vehicles,rain or sleet hitting the target vehicle, emergency vehicles, sounds ofa collision, etc.

In some embodiments, one or more trainee sensors 13 are provided todetect various aspects of the trainee 5 such as position upon the seat20, head angle, attention, drowsiness and where the trainee is looking.This information is used to make sure the trainee is properly performingthe task at hand.

The trainee sensors 13 are, for example, cameras, light detectors,ultrasonic transducers, or any other detector as known in the industry.The trainee sensors 13 are coupled to the main computer 100 (see FIG.9). The main computer 100 analyzes images from the trainee sensor(s) 13to determine what the trainee 5 is doing and/or where the trainee 5 islooking to provide feedback to the trainee 5 and evaluate the trainee'sabilities (e.g. the camera(s) 13 are used to determine if the trainee 5looked in the right mirror display 42 before changing lanes).

Referring to FIG. 2, a second perspective view of a training system isshown. In this view, an optional centrally-located rear-view mirrordisplay 43 is shown above the windshield display 12. When provided, therear-view mirror display 43 shows a simulated view of what is visible tothe trainee 5 such as vehicles being passed and/or approaching vehicles.In some embodiments, one, two or three mirror displays 42/43/44 areprovided.

In FIG. 2, the information display and input device 16 is shown withgreater detail. This display does not necessarily simulate a feature ofthe target vehicle, but in some embodiments, does contain features thatmap to a feature of the target vehicle. In this example, the informationdisplay and input device 16 includes an ignition switch icon 17 thatlooks like the ignition switch of the target vehicle. Typically, theinformation display and input device 16 shows informational messagessuch as information regarding the current courseware segment orsummaries of the last simulation (e.g. the trainee 5 hit two parked carsand knocked down one telephone pole, etc). In a preferred embodiment,the information display and input device 16 includes a touch screen. Insuch embodiments, the trainee 5 uses the touch capabilities to makeselections and to select items as requested (e.g. “touch the ignitionswitch”).

In some embodiments, the windshield display 12 is also touch sensitive.This provides even more capabilities for testing the trainee's 5 abilityto identify environmental (e.g. roadway) objects such as signs,barriers, etc. For example, the trainee is asked to touch the stop signor touch the lane in which is most appropriate for his/her vehicle, etc.

Again, in some embodiments, one or more trainee sensors 13 areintegrated into the training system 10. The trainee sensors (e.g. cameraor cameras) 13 are coupled to the main computer 100. The main computer100 analyzes data from the trainee sensor(s) 13 to determine what thetrainee 5 is doing and/or where the trainee 5 is looking to providefeedback to the trainee 5 and evaluate the trainee's abilities (e.g. thetrainee sensor(s) 13 are used to determine if the trainee 5 looked inthe right mirror display 42 before changing lanes). The traineesensor(s) 13 are positioned as needed to determine the position, stanceand view of the trainee 5.

Referring to FIG. 3, a plan view of an exemplary training systemdashboard 14 is shown. The dashboard 14 contains displays and indicatorsthat inform the trainee of various target vehicle internal and externalconditions such as speed 54, engine speed (RPM) 52, engine temperature56, outside temperature 58, battery voltage 60, air pressure 64, oilpressure 66, fuel reserve 68, oil temperature 70 etc. In someembodiments, the dashboard 14 is fabricated from actual meters,indicators, etc, as in the target vehicle (not shown). In a preferredembodiment, the dashboard 14 is a graphics display on which the meters,indicators, etc of the target vehicle are simulated by images (e.g.icons) of the respective components from the target vehicle. In thisway, the dashboard 14 is reconfigurable between different targetvehicles (e.g. some vehicles have more/less meters and more/less “idiotlights”).

It is also preferred that each sub-component of the dashboard 14 istouch-sensitive. In the example of FIG. 3, the entire graphics display14 is touch sensitive (touch panel as known in the industry) and,touching of any of the sub-components 52/54/56/58/60/62/64/66/68/70signals the main computer 100 that the corresponding sub-components52/54/56/58/60/62/64/66/68/70 was touched. This provides the capabilityof questions/response scenarios like, “touch the fuel gauge . . . ” anddetection of the icon (sub-component 52/54/56/58/60/62/64/66/68/70) thatwas touched.

In some embodiments, status or identification information 50 is providedon the dashboard 14 such as the vehicle details and, perhaps, the nameof the trainee 5, etc.

Referring to FIGS. 4 through 8, views of a shifting training sub-system70 are shown. The shifting training sub-system 70 includes atransmission simulation section 80, a shaft 99 and a handle 98. In someembodiments, a touch detector 118 is provide on the handle 98 fordetecting if a hand of the trainee 5 is touching the shifter handle 98,for example, a capacitive sensing detector 118.

The transmission simulation section 80 is preferably a two plate design.The transmission simulation section 80 includes a top plate 103 and thebottom plate 104. The top plate 103 and the bottom plate 104 allowtravel of the shifter in the “Y” direction. One or more linearbearing(s) 140/142 enable movement of the top plate 103 relative to thebottom plate 104 in the “Y” direction for a limited distance. Thisprovides the “Y” direction travel for the shifter shaft 99.

When the top plate 103 moves relative to the bottom plate 104, one ormore spring loaded “Y” ball detents 114 provide several natural stoppinglocations similar to those of the transmission of the target vehicle.The “Y” ball detents 114 and the “Y” detent grooves 115 provide naturalstopping locations as well as simulated increase and release of forcewhen shifting into simulated gear positions. The spring loaded “Y” balldetent plungers 114 provide a simulated feel of gear engagement as shifthandle 98 and arm 99 are pushed.

Located on the bottom plate 104 is a transmission lock out solenoid 116.A movable core of this computer controlled transmission lock outsolenoid 116 engages with the top plate 103, locking the top plate 103in position over the bottom plate 104 under control of the computer 100.This provides simulated limited “Y” movement and simulates gear changerestrictions and also provides an actuator system that locks theoperator out of gear if a shift operation is missed.

Attached (e.g. by screws 145) to the bottom plate 104 is an H-gate 109.The H-gate 109 limits the “X” direction travel of the shifter shaft 99.A shift arm guide 110 mesh into detents 147 of the H-gate 109. Onlycertain combinations of positions of X and Y displacements are allowedby the H-gate 109 and shift arm guide 110. This provides limits to totaltravel of the shift arm guide 110 by amounts limited by the combinationof the X and Y travel and in appropriate simulated shifting patterns.

The transmission top plate 103 also includes the transducer system 106.The transducer system 106 outputs noise and vibration to simulate gearbox noise and vibration. This transmission noise and vibrations areconducted through parts of the transmission shaft 99 to provide the feelof an actual transmission in an operating target vehicle.

The transmission top plate 103 also includes the two transmission springloaded detents 107 (left) and 108 (right). The spring detent includes aninitial load detent 113. The initial load detent 113 provides a preloadto the initial force required for movement of the shifting shaft 99.This initial load detent 113 is applied to the right 108 and/or left 107spring loaded detents. The purpose of the detents is to simulate theforce and feel of a manual transmission.

Optionally, a pneumatic range switch 117 and a pneumatic splitter switch(not visible) are provided on the shifter handle 98, mounted on the topportion of the shifter shaft 99. The operation/position of the pneumaticrange switch 117 and the pneumatic splitter switch 118 are detected bythe ranged switch detector 119 are communicated to the computer 100.These simulate the range and splitter switch for a manual transmission.The position of these switches is used by the training system 10 duringvarious driving scenarios.

A “Y” position sensor 121 and a “X” position sensor 122 are located onthe bottom plate 104. The “Y” position and “X” position of the shaft 99are communicated to the computer 100 by the “Y” position sensor 121 and“X” position sensor 122 respectively.

Located in or on the shifter handle 98 is a hand position sensor 118.The hand position sensor 118 detects if the trainee's 5 hand is inproximity to the top of the shifter shaft, providing the computer 100with information regarding hand placement. In a preferred embodiment,the hand position sensor 118 is a proximity detector such as acapacitive or resistive sensor as known in the industry.

Located on the lower portion of the shifter shaft 99 is a shaft forcesensor 123 (FIG. 8). The shaft force sensor 123 provides a signal to thecomputer 100 indicating an amount of force exerted on the shaft by thetrainee 5. When an excessive force is determined (e.g. an over loadcondition), the computer 100 signals an alarm (e.g. audio signal overthe audio system 18).

Referring to FIG. 9, a schematic view of an exemplary training system isshown. As discussed prior, it is anticipated that one or more of thefollowing described features is or is not present in all embodiments.For example, in some embodiments, there is no trainee sensor 13 thatdetermines where the trainee 5 is looking, etc.

Central to the training system 10 is a computer 100. Many differenttypes of computers 100 are anticipated such as personal computers,dedicated computers and server computers. It is anticipated thatcomputers 100 of one training system 10 are connected by local or widearea networks to other training systems 10 and/or to central datacollection and control systems (not shown). In some embodiments, thecomputer has a motherboard with multiple PCI-Ex16 slots that providemultiple simulator display channels with 2D and/or 3D capability. Avideo processor card is optionally installed in each of these slots. Thevideo cards run the simulation in multi channel mode with low transientdelay times. It is anticipated, though not required, that a single imagegenerator (single motherboard computer) can drive multiple displays.Although any number of display channels is anticipated, the trainingsystem typically is configured with from 3 to 8 real time interactivescreens.

The computer 100 includes, in some embodiments, a display device orterminal device 140. This device 140 has a display screen, a keyboardand/or a touch screen and is primarily used by an administrator tooperate the computer 100, for example, performing backups and othersystem administration function. In some embodiments, these functions areperformed using one or more of the other components/displays 12/14/16.

The computer 100 also includes persistent storage 110/120 such as harddrives, flash memory, etc. for storage of, for example, courseware 110and user information 120. In a preferred embodiment, the persistentstorage 110/120 is one or more hard drives or solid-state drives. Insome embodiments, the storage 110/120 is a raid system to provide morereliable data storage.

Interfaced to the computer 100 are several components of the trainingsystem 10. The windshield display 12, dashboard (e.g. dashboard graphicsdisplay and touch screen) 14 and information display 16 are allinterfaced to the computer 100 as known in the industry. The mirrordisplays 42/43/44 (when present) are also interfaced to the computer 100as known in the industry. All specialized hardware devices such as theshifter touch detector 118 (also the X-position, Y-position, switchstatus not shown for brevity reasons), clutch (position and force) 36,gas pedal (position and force) 32, brake pedal (position and force) 34and steering wheel (rotation and touch) 30 are also interfaced to thecomputer 100 as known in the industry. It is preferred that some or allof such interfaces are bi-directional to provide control of the device(e.g. vary the counter-force of the brake pedal 34 or gates of thetransmission 80) and to receive feedback from the device (e.g.sufficient pressure was applied to the brake pedal 34, hands are on thesteering wheel 30 or the trainee 5 successfully shifted from first gearinto second gear).

In embodiments that have trainee sensors 13 such as cameras, etc, thetrainee sensors 13 are interfaced to the computer 100 as known in theindustry.

In embodiments that have hand proximity sensors 118 (on shifter handle98, the hand proximity sensors 123 are interfaced to the computer 100 asknown in the industry.

In embodiments that have shifter force sensors 123 (on shifter shaft 99,the shifter force sensors 123 are interfaced to the computer 100 asknown in the industry.

In some embodiments, one or more biometric sensors 15 are interfaced tothe computer 100. The biometric sensors 15 sense, for example,fingerprints, retina, face characteristics, etc, of a user of thetraining system 10 to make sure the training and results correspond tothe correct trainee 5, thereby preventing one trainee 5 fromintentionally or unintentionally scoring/learning for another trainee 5.

In embodiments having a sound system 18, the sound system 18 isinterfaced to the computer 100 as known in the industry such as audiooutputs connected to amplifiers and speakers, TOSLINK, USB, etc.

In embodiments having a transmission transducer 106, the transmissiontransducer 106 is interfaced to the computer 100 as known in theindustry such as through audio outputs connected to amplifiers andspeakers, TOSLINK, USB, etc or over a local area network (see FIG. 12).

Referring to FIG. 10, a flow chart of a training model of the prior artis shown. This represents either one segment of a training method or theentire training method of the prior art. In it, a first scenario/segmentis selected 300 then run 302 and data is captured 304 during and/orafter the scenario/segment is run. An example of a simplescenario/segment is a simulation of driving down a road way, approachingan unmarked intersection and a vehicle pulls out from the intersectioninto the path of the trainee 5. If the captured data indicates a majorissue occurred 306 such as the trainee 5 didn't apply the brakes,records are made and the appropriate training personnel are notified320.

The data is analyzed 308 to determine the performance of the trainee 5in the given scenario/segment meets passing requirements. If not, thescenario/segment is repeated 302/304/306/308. If the trainee 5 meetspassing requirements 308, it is determined if there are morescenarios/segments 312 for the trainee 5 (e.g. scenarios/segments areoften grouped in chapters and the trainee 5 is finished when he/shecomplete a chapter, etc). If there are more scenarios/segments 312, thenext scenario/segment is retrieved 314 and the above steps302/304/306/308/312 are repeated until there are more scenarios/segmentsplanned for the trainee 5 and the captured data is stored 316 forprogress analysis, grading, etc.

The methods of the prior art do not adapt to the trainee's 5demonstrated abilities, running scenarios/segments sequentially,independent of any progress that the trainee 5 has made. For example, ina set of scenarios/segments are crafted to teach defensive driving,offending vehicles are displayed moving into the path of the trainee 5.If the trainee 5 demonstrates excellent responses to each of the firstfew scenarios/segments, the latter scenarios/segments are stillpresented, often boring the trainee 5. Similarly, if the trainee 5 showsa weakness in a certain operation such as double-clutching, the priorart would only repeat the scenarios/segments until the trainee 5 is ableto pass that segment. In the later situation, it is desirable to accessother scenarios/segments that may have already been completed for extratraining on the operation of which the trainee 5 is having difficulty.The prior art does not address such operation to adapt to thedemonstrated abilities of the trainee 5.

Referring to FIG. 11, a flow chart of the adaptive training system isshown. Typically, a chapter or portion of a training course (courseware110) is presented in one session to the trainee 5. The methods disclosedmonitory the demonstrated abilities (or lack thereof) of the trainee 5and adapt the training course to such. In this, a first scenario/segmentfrom the chapter is selected 400 then run 402. Data is captured 404during and/or after the scenario/segment is run. An example of a simplescenario/segment is a simulation of driving down a road way, approachingan unmarked intersection and a vehicle pulls out from the intersectioninto the path of the trainee 5. If the captured data indicates a majorissue occurred 406 such as the trainee 5 didn't apply the brakes,records are made and the appropriate training personnel are notified430. In some situations in which a major issue occurred 406, the driveris notified on one or more of the displays 12/14/16, preferably theinformation display 16. As part of the adaptive process, elements thatled up to the major issue are isolated/determined 432 and, as necessary,prior scenarios/segments or chapters are presented 434 to the trainee 5to fortify the trainee's abilities on these elements. For example, ifthe trainee 5 didn't apply the brakes correctly because the trainee 5was having trouble downshifting, then the scenarios/segments or chaptersrelated to double clutching are scheduled to be repeated for thattrainee 5 or are selected and run.

If no major issue is identified 406, the data is analyzed 408 todetermine the performance of the trainee 5 in the given scenario/segmentmeets passing requirements and information is displayed 410 to thetrainee 5 on one or more of the display devices 12/14/16. If theperformance indicates that the trainee 5 didn't perform the tasksufficiently 412, a new scenario/segment is selected 414. The newscenario/segment is selected 414 based upon elements of the priorscenario/segment that were not adequately performed. Since the method isadaptive, the method uses any existing or modified scenario/segment tofortify the element that was not adequately performed. For example, ifthe trainee 5 avoided the collision but the trainee 5 didn't step on theclutch while applying the brakes, therefore stalling the engine, one ormore scenarios/segments or chapters related to proper use of the clutchwhile braking are selected 414 to be presented to the trainee 5 eitherduring the current session or during a future session.

If the trainee's 5 performance meets passing requirements 412, the data(e.g. results) are stored 416 for later reporting/analysis/grading andit is determined if there are more scenarios/segments 418 for thetrainee 5 (e.g. scenarios/segments are often grouped in chapters and thetrainee 5 is finished when he/she complete a chapter, etc). If there aremore scenarios/segments 418, the next scenario/segment is retrieved 420and the above steps 402-418 are repeated until there are morescenarios/segments planned for the trainee 5.

The methods of the prior art do not adapt to the trainee's 5demonstrated abilities, running scenarios/segments sequentially,independent of any progress that the trainee 5 has made. For example, ina set of scenarios/segments are crafted to teach defensive driving, eachpresenting offending vehicles moving into the path of the trainee 5, ifthe trainee 5 demonstrates excellent responses to each of the first fewscenarios/segments, the latter scenarios/segments are still presented,often boring the trainee 5. Similarly, if the trainee 5 shows a weaknessin a certain operation such as double-clutching, the prior art wouldonly repeat the scenarios/segments until the trainee 5 is able to passthat segment. In the later situation, it is desirable to access otherscenarios/segments that may have already been completed for extratraining on the operation of which the trainee 5 is having difficulty.The prior art does not address such operation to adapt to thedemonstrated abilities of the trainee 5. The present invention addressesthese and other shortcomings of the prior art through adapting to thetrainee's 5 demonstrated abilities to determine which segments/scenariosneed to be presented or re-presented next or in the future. In someembodiments, the segments/scenarios are marked for review to bere-presented during another session. In some embodiments, the data isstored and the next time the trainee 5 accesses the training system 10,the training system 10 analyzes the data to determine the moremeaningful segments/scenarios that need be run to concentrate on areasthat are the weakest, etc.

Referring to FIG. 12, a schematic view of a typical computer 100 isshown. The example computer 100 represents a typical computer systemused as the heart of the training system 10. The example computer 100 isshown in its simplest form, having a single processor. Many differentcomputer architectures are known that accomplish similar results in asimilar fashion and the present invention is not limited in any way toany particular computer system. The present invention works wellutilizing a single processor system, a multiple processor system wheremultiple processors share resources such as memory and storage, amultiple server system where several independent servers operate inparallel (perhaps having shared access to the data or any combination).In this, a processor 610 is provided to execute stored programs that aregenerally stored for execution within a memory 620. The processor 610can be any processor or a group of processors, for example an IntelPentium-4® CPU or the like. The memory 620 is connected to the processorin a way known in the industry such as by a memory bus 615 and is anymemory 620 suitable for use with the selected processor 610, such asSRAM, DRAM, SDRAM, RDRAM, DDR, DDR-2, flash, FEROM, etc.

Also connected to the processor 610 is a system bus 630 for connectingto peripheral subsystems such as a network interface (not shown), apersistent storage (e.g. a hard disk, semiconductor storage such asflash, a raid system, etc) 640, a disk drive (e.g. DVD) 650, one or moregraphics adapters 660, a keyboard/mouse 670 and/or one or more touchscreen interfaces 675. The graphics adapter(s) 660 receives commands anddisplay information from the system bus 630 and generates a displayimage that is displayed on one or more of the graphic display devices12/14/16/42/43/44.

In general, the hard disk 640 may be used to store programs, executablecode and data (e.g. courseware 110 and user data 120) persistently. Fordata security and reliability, in some embodiments, the hard disk 640 ismultiple disks or a raid system, etc. The removable disk drive 650 isoften used to load CD/DVD/Blueray disks having programs, executable codeand data onto the hard disk 640. These peripherals are examples ofinput/output devices, persistent storage and removable media storage.Other examples of persistent storage include core memory, FRAM, flashmemory, etc. Other examples of removable disk drives 650 include CDRW,DVD, DVD writeable, Blueray, compact flash, other removable flash media,floppy disk, etc. In some embodiments, other devices are connected tothe system through the system bus 630 or with other input-outputconnections. Examples of these devices include printers; graphicstablets; joysticks; audio components; and communications adapters suchas modems and Ethernet adapters.

Although there are many ways anticipated for connecting training systemcomponents 13/30/32/34/36/106/118/123 to the processor, one preferredinterface is a bi-directional local area network such as Car AreaNetwork (CAN) 685 connected to the bus 630 by a Car Area Network (CAN)interface 680 as known in the industry. Any connection scheme to thesystem components 13/30/32/34/36/106/118/123 is anticipated includingdirect wiring, any local area network (e.g. Ethernet, CAN or VAN) andwireless (e.g. Bluetooth).

Equivalent elements can be substituted for the ones set forth above suchthat they perform in substantially the same manner in substantially thesame way for achieving substantially the same result.

It is believed that the system and method as described and many of itsattendant advantages will be understood by the foregoing description. Itis also believed that it will be apparent that various changes may bemade in the form, construction and arrangement of the components thereofwithout departing from the scope and spirit of the invention or withoutsacrificing all of its material advantages. The form herein beforedescribed being merely exemplary and explanatory embodiment thereof. Itis the intention of the following claims to encompass and include suchchanges.

1. A shifter simulator for driver training, the shifter simulatorcomprising: a shaft; a handle covering an upper end of the shaft, thehandle providing a grip for a hand of a trainee; an upper plate coupledto the shaft, the upper plate slideable interface to a lower plate by aplurality of linear bearing, the linear bearing allowing the upper plateto slide in a Y direction with respect to the lower plate; a pluralityof spring loaded Y ball detents attached to the lower plate, the springloaded Y ball detents interface to a plurality of Y detent grooves inthe upper plate, the spring loaded Y ball detents and Y detent groovesprovide a plurality of natural stopping locations similar to those of atransmission of the target vehicle; and a shift arm guide affixed to theshaft, the shift arm guide interfacing to an H-gate, the H-gate affixedto the lower plate and the H-gate having detents, the H-gate and shiftarm guide simulating gear shifting positions.
 2. The shifter simulatorsystem of claim 1, further comprising a transducer affixed to the upperplate, the transducer emitting sound and vibration responsive to signalsfrom a computer.
 3. The shifter simulator system of claim 1, furthercomprising a touch sensor interfaced to the handle, the touch sensorsends signals to a computer responsive to a presence of a hand of thetrainee.
 4. The shifter simulator system of claim 1, further comprisinga transmission lock out solenoid affixed to the bottom plate, thetransmission lock out solenoid locks the upper plate to the lower plateresponsive to signals from a computer.
 5. The shifter simulator systemof claim 1, further comprising a pneumatic splitter switch mounted onthe handle and electrically coupled to a computer.
 6. The shiftersimulator system of claim 1, further comprising a force sensing deviceinterfaced with the shaft and electrically coupled to a computer, theforce sensing device conveying a value to the computer representative ofan amount of force applied to the handle.
 7. The shifter simulatorsystem of claim 1, further comprising an X-position sensor and aY-position sensor, the X-position sensor and the Y-position sensorsending a signal to a computer indicative of a position of the shaft. 8.A method of training a trainee regarding shifting, the method includes:providing a shifting training simulator device comprising: a shaft; ahandle covering an upper end of the shaft, the handle providing a gripfor a hand of a trainee; an upper plate coupled to the shaft, the upperplate slideable interface to a lower plate by a plurality of linearbearing, the linear bearing allowing the upper plate to slide in a Ydirection with respect to the lower plate; a plurality of spring loadedY ball detents attached to the lower plate, the spring loaded Y balldetents interface to Y detent grooves attached to the upper plate, thespring loaded Y ball detents and Y detent grooves provide a plurality ofnatural stopping locations similar to those of a transmission of thetarget vehicle; and a shift arm guide affixed to the shaft, the shiftarm guide interfacing to an H-gate, the H-gate affixed to the lowerplate and the H-gate having detents, the H-gate and shift arm guidesimulating gear shifting positions; providing a computer and awindshield display coupled to the computer; providing a training segmentto the computer; the computer presenting the training segment on thewindshield display while the trainee shifts the handle of the shiftingtraining simulator; and the computer monitoring response by the traineethat involve operating of the shifting training simulator.
 9. The methodof claim 8, the shifting training simulator further comprising atransducer affixed to the upper plate, the transducer emitting sound andvibration responsive to signals from the computer.
 10. The method ofclaim 8, the shifting training simulator further comprising a touchsensor interfaced to the handle, the touch sensor sends signals to acomputer responsive to the presence of a hand of the trainee.
 11. Themethod of claim 8, the shifting training simulator further comprising atransmission lock out solenoid affixed to the bottom plate, thetransmission lock out solenoid locks the upper plate to the lower plateresponsive to signals from the computer.
 12. The method of claim 8, theshifting training simulator further comprising a pneumatic splitterswitch mounted on the handle and electrically coupled to the computer.13. The method of claim 8, wherein the shifting training simulatordevice further comprises an X-position sensor and a Y-position sensor,the step of the computer monitoring includes reading the X-positionsensor to determine an X-position of the shaft and reading theY-position sensor to determine a Y-position of the shaft.
 14. The methodof claim 9, further comprising a step of providing tactile feedback tothe trainee by emitting sound and/or vibration from the transducer. 15.A shifter simulator for driver training, the shifter simulatorcomprising: a shaft; a handle covering an upper end of the shaft, thehandle providing a grip for a hand of a trainee; an upper plate coupledto the shaft; a lower plate slideably interfaced in a Y direction to theupper plate, allowing the upper plate to slide in a Y direction withrespect to the lower plate; means for providing a plurality of naturalstopping locations similar to those of a transmission of the targetvehicle; means for simulating gear shifting positions; and means forreading a position of the shaft.
 16. The shifter simulator system ofclaim 15, further comprising a means for emitting sound and vibrationresponsive to signals from a computer.
 17. The shifter simulator systemof claim 15, further comprising a means for signaling a computerresponsive to a presence of a hand of the trainee.
 18. The shiftersimulator system of claim 15, further comprising a means for locking theupper plate to the lower plate responsive to signals from a computer.19. The shifter simulator system of claim 15, further comprising apneumatic splitter switch mounted on the handle and electrically coupledto a computer.
 20. The shifter simulator system of claim 15, wherein themeans for reading the position of the shaft comprises an X-positionsensor and a Y-position sensor.